Wednesday, 30 November 2016

End of Year Calendar

Term 4 Week 8
Tuesday 29th November 
- Dance tickets go on sale - $10 from LC, from 8.00am.
- Interschool athletics

Wednesday 30th November 
- B3 - School singing practice

Friday 2 December
- BNMS Y9 Orientation Day
- Lunchtime Dance Practice (Aranui + KK + TA)
- BDO Notices and money due

Term 4 Week 9

Monday 5th December
- Farewell Dance Meeting - Break 2
- B3 EOY Band practice

Tuesday 6th December
- Last day for dance ticket sales
- Tech Arts & Teaming - last day
- B3 - School singing practice
- Reports home

New Bells from this Wednesday
Block 1 = 9:00 - 10:30am
Block 2 = 11:00 - 12:30pm
Block 3 = 1:30 - 3:00pm

Wednesday 7th December (free mufti day)
- Big Day Out
- Farewell Dance (7 - 9.30pm) - remember a small plate of something nice for supper
- Buses meet in front of the school from this day on

Thursday 8th December (free mufti day)
- Aranui's Hākari Day (11.00 - 12.30)
- Aranui picnic lunches

Friday 9th December (free mufti day)
- Block 1 = Assembly performers rehearsal
- Block 2 = Assembly practice
- Block 3 = Tabloids (bring PE gear)
- Bus Students to meet at front of school for pick up

Term 4 Week 10
Monday 12th December (Perfect uniform)
- Block 1 = Speakers to practice
- Block 2 (11am) = Assembly 1
- Block 3 = move classes
- Bus students to meet at front of school for pick up

Tuesday 13th December (Best Uniform) - School Finishes @ approx. 11.45am
- No school bags today
- Block 1 (9:15am) = Assembly 2
- Berkley bus departs at 11.45am

Saturday, 19 November 2016

End of Year Assembly Songs

Here are the three songs we are going to be singing for the end of year assembly. We will be practicing these over the next two weeks.

One Republic - I Lived

Sia - The Greatest (a rocky version of this song)

Something Wild (we would take the key higher to make it easier to sing):

Thursday, 17 November 2016

Diwali Research

As you did for Christmas, you are going to complete a mini-inquiry about Diwali. Your small group needs to be completely different from the people you worked with for the Christmas inquiry.

Study the pictures below. What do they tell you about Diwali? 

Brainstorm your ideas. Now, as a group, write your own question to inquire into. Check your question with the reliever.

Complete your research and decide how you will present your findings to the class.

At 12.40, each group will have a turn to share their findings with the class.

Wednesday, 16 November 2016

Science: Cells

In science this afternoon, we are learning about cells. We started by watching this video:

The, after talking about cells, we moved to our workstations and looked at onion cells in microscopes.

These are some photos I took of the onion at different magnifications:

40X magnification:

400X magnification

After completing the viewing, students started doing scientific drawings of their observations. Here is the start of Joy's picture:

And Sebin's:

Thank you, Miss Bogun, for a neat afternoon. 

Tuesday, 15 November 2016

Christmas Research

Watch this video:


In small groups of approximately 3 students, research and be prepared to share back findings on one of the inquiry questions:  
  • What is the significance of Coca Cola to Christmas? 
  • How do different cultures celebrate Christmas?
  • How has Christmas changed over time (evolved)?
  • Christmas celebration has ties to pagan festivals – what can you find out about pagan festivals?
  • What is the history of Christmas carols?
  • What were traditional Christmas foods and has this changed over time?

Friday, 14 October 2016

Exhibition: Your Final Displays

This is the list of things that visitors need to see when they visit your group at exhibition:

  • the Central Idea
  • a statement about how your exhibition topic, research and findings relate to the Central Idea 
  • your Lines of Inquiry
  • your problem, the solution and how you got there
  • information
  • a model or prototype OR graphics or diagrams (with captions/labels)
  • your big book

These are the ideas you came up with around what your display could include:

Add any other ideas in the comments below.

Tuesday, 11 October 2016

Y8: Capturing Exhibition in your ePortfolio

As a part of your exhibition tasks, each person is required to capture their exhibition work in their ePortfolio.

Your post will be in your UoI 5 (How the World Works) page.

  • Your post should have your group member names, the Central Idea and the Lines of Inquiry you wrote. You should outline the problem your group has chosen.
  • You can summarise your research and include photos if you like.
  • After the exhibition, you can include photos of the event.
  • You need to finish with a reflection of how the reflection went and your role in the whole process.

    Monday, 10 October 2016

    The Fibonacci Sequence

    In maths today, we've been learning about the Fibonacci number sequence and how this is used to make a perfect rectangle using the golden ratio - Φ (1.618)

    It is summed up very well in this fabulous TED Talk:

    We looked at a variety of different pieces of art that were made using the sequence:

    As well as being used in artworks and architecture, nature is full of examples of both the Fibonacci sequence numbers and the golden ratio. Watch some of these videos which show you examples of this.

    Saturday, 13 August 2016

    Term 3: Week 4

    This coming week is going to be very busy, so I thought it may be helpful to compile a list of what is happening so you don't miss anything.

    International Languages Week:
    Each day, we will feature different languages we teach. On those days, there will be activities at lunchtime, with a small amount of food from that culture for sale outside the food tech room.

    • Break 2 & 3 = Cupcakes for sale outside Rm 24 (fundraising for the SPCA)
    • Break 3 = International Languages Week - Norskdag (Norwegian Day)
    • 5.30pm = Parent meeting re. PYP Exhibition. This will be in Room 8A
    • Miss Heley begins with us - until the end of the term
    • Sherry starts in Room 21 - until the end of the year
    • School Spelling Bee finals (Tebijan, Sarah, Joy, Riley and Juliet are representing Aranui team)

    • Break 3 = International Languages Week - Spanish Day
    • B3 & 4 = Mrs Hogg in Auckland
    • Blocks 2&3 = Interschool cross-country (Charlotte, Izzy & Zeke)
    • ICAS Mathematics
    • Bandquest competition - 7.00pm at Clarence St Theatre (good luck Joy and Sam)

    • Break 3 = International Languages Week - Japanese and Korean Day
    • Sports exchange day (Netball, Hockey, Rugby, Boys and Girls' football) - welcome to Matamata Intermediate
    • B3 = orchestra
    • Block 2 = Constanza Tolosa (Auckland University) observing groups 1 & 3 in Teaming
    • Mrs Ginever will be relieving in Room 21

    • Break 3 = International Languages Week - German Day
    • Block 3 = Friendship Factor talk (Y7s) - gold coin entry
    • Block 4 = TacklTechnology talk (Y8s) - gold coin entry

    • Blocks 1 & 2 = Waikato Science Fair (Izzy, Tebijan, Nicholas, Braeden and Hannah + Mrs Hogg and Miss Heley)
    • Lunchtime = Market Day
    • Mrs Hogg will be at a funeral for most of the day

    Tuesday, 28 June 2016

    Māori Homework

    This week, start by watching the following video:

    This video comes from this website.

    In your Māori section of your teaming book, draw a family tree for Te Awarangi.

    This is due on Friday, 1st July.

    Tuesday, 14 June 2016


    As a class, we're thrilled to welcome Safe from Thailand to our school. Safe will be with us for the last 4 weeks of the term. We look forward to getting to know you Safe.

    Morning Warm-up

    It was lovely to have some time as a class in the gym this mornin

    Tuesday, 7 June 2016

    UoI 3: Statement Continuum

    Today, we are going to look at a range of statements (one at a time). Individually, you must decide if you agree or disagree with each one. On a post-it note, you will write down the reason for your opinion and then place it somewhere along the continuum. We will discuss the reasons for our opinions.


    • Explorers are heroes (perspective)
    • Exploration is a good thing (causation, perspective)
    • We explore because we are curious (causation)
    • NZ exists because of explorers (causation, change)
    • Discoveries would not occur if people did not explore (causation)
    • NZ changed for the better after James Cook explored it

    Why do you think those concepts are in brackets after each statement?

    Quickwrite: Klhoe Kares

    Watch the video below, and then silently write your reaction to it. Then ask yourself, 'What learning can you take away from it?'

    UoI 3: Case Study of Explorations

    Homework (Term 2, Weeks 6 & 7) - this needs to be completed by Monday (20 June). It will go into your WWAIPAT book (you need to be organised to have it at school each day, and at home each night).

    Case Study of Explorations

    **Reasons for exploration/ impact of these/perspectives**

    Space: The Space Race

    Glue this cover from the TIME Magazine into your book and study it carefully. 

    1. Complete an 'I see, I think, I wonder' sheet for this image. 

    2. What do you know about the 'Space Race'?

    3. Watch the video below

    4. Write a summary, including the answers to your questions in 'I wonder'. What ideas of yours were wrong? 

    5. Answer these questions:
    • What marked the end of the space race? 
    • What made these explorations successful? 
    • What an interesting word ‘Collaboration’ - what lesson can we take from this?

    6. Research discoveries or inventions that were made as a result of space exploration - dedicate a page in your book to this using images.

    Ocean: The Mariana Trench

    1. Glue the picture of the Mariana Trench into your book.

    2. Visit THIS website and answer the following questions:

    • What is the Mariana Trench?
    • Why has it never been fully explored before?
    • What sort of animals live in the depths of the trench?
    • Why do scientists think it is important to study the trench and its creatures?

    3. Watch this film trailer:

    4. What were James Cameron's reasons for exploring? What were the risks the explorers faced? Do you think they should have gone down? Why/Why not?

    New Lands: Trade and Scientific Pursuits

    1. Watch this video:

    2. Answer these questions:
    • What was the purpose of Captain James Cook's exploration of the South Pacific? 
    • What is a botanist and why would they have taken one on these explorations?
    • What types of challenges did they have on these explorations?
    • What were the outcomes of this exploration?
    • How did these outcomes impact those involved?
    • What have we learnt or come to understand as a result of this exploration?
    3. Watch these videos:

    4. Answer these questions:

    • When viewing material online (text, video, images etc) we must understand that people may write material with a bias. Might some of the content we have seen have this? Is it angled to a particular perspective in history?
    • What was the purpose of Christopher Columbus' explorations?
    • What types of challenges did he have on these explorations?
    • What were the outcomes of his exploration?
    • How did these outcomes impact those involved?
    • What have we learnt or come to understand as a result of his exploration?

    2016 Dance Festival

    One of the highlights for many students of their time at Berkley is the 'Dance Festival'. Students express their interest and are put into small groups. From there, they are given a scheduled a lunch break every cycle to practice in, before practices in school time begin in the three or four weeks before the event. Congratulations to the Room 21 students who took up the challenge this year. I loved watching the festival and was so proud of each and every one of you.

    Tuesday, 10 May 2016

    UoI 2: Sharing the Planet Quickwrite

    Last night Sarah sent me the following video:

    I really enjoyed this, because it didn't sugarcoat the truth - we are destroying our planet, our homes. We are cutting down trees (maybe forgetting the important role trees play in our lives) as if they will regrow really quickly. We are using fossil fuels like they are replaceable (scientists aren't absolutely sure, but they think that it takes the earth hundreds of thousands of years to break plants and small animals into oil). We are filling the oceans with plastic and rubbish, which is killing fish and marine life, as well as altering their bodies on a cellular level.

    This is all very true, and there are lots of videos, songs, books and social media posts pointing out the way the earth is heading.  Here is another one:

    The problem I have with all of these videos is that they don't offer up real solutions.  Yes, you and I can walk or bike more and put out our recycling, but is that enough? People will still cut down trees because we need paper, cardboard, tissues, toilet paper, packaging. We need wood for our houses and buildings and playgrounds.

    To me, one of our biggest problems is plastic, for two reasons. Firstly because of the issue of plastic ending up in landfills and our oceans, secondly because of one of the ingredients in plastic - oil.  Yes, our precious oil is an ingredient in plastic.  Have a look at this list of products which contain oil. It is a real surprise to see some of those items. Read about all the clothing we wear that contains oil. Your school shirt, polar fleece and socks all contain oil.

    What are we going to do to save our world? I don't know, which makes it worse. It will take major changes from not just each of us, but businesses and governments to stop the decline.  At the moment, people across the world can't even agree that change needs to happen.  

    Tomorrow, you'll wish you had started today

    Monday, 2 May 2016

    UoI 2: Sharing the Planet Activities

    You will need your Sharing the Planet UoI book and pencil case with you in the ICT Room

    The title of your page will be: Issues around the Oceans

    You can complete these topics in whatever order you choose.  They need to be completed by Friday this week (May 6). Make sure your answers are full and have evidence to support them.

    Topic ONE: Dynamite Fishing

    1. Read this article on dynamite fishing.
    2. In your book, summarise the main points of the article.  Reading your summary, I should know what the issue is, why it is a problem, and what, if anything, is being done about it.

    Topic TWO: Pollution - Oil Spills

    Pollution - Oil Spill 

    In New Zealand, the sea is a special place and we all have an interest in keeping it pollution free. One of our greatest fears is an oil spill - this has become more of an issue as more companies are coming into NZ to look at putting in refineries. 
    The oil spill that occurred in Alaska some few years ago cost over $2 billion to clean up and caused serious problems to fish and bird life and other animals poisoned through the food chain. As well as this there was the problem of oil lying on the beaches.
    In New Zealand, Regional Council staff are trained to deal with oil spills and have equipment stored at the Port to deal with oil spills. More equipment can be called in if need be. 

    How does an oil boom work?
    An oil boom consists of a float which is filled with air, a skirt which keeps the oil contained and a weight which keeps the skirt below the water. Once the oil is contained skimmers pick up the oil from the sea and it is taken away for disposal.

    Activity - Research 
    What can find out about oil spills in history? Write about 2 large oil spills - what caused them, how were they cleaned up, and what were the consequences? 

    Topic Three: Shark Finning

    Watch this video - it isn't nice - you can read about shark finning if you do not want to watch it:

    Answer the following questions:

    Key Questions:
    What is threatening shark species?
    What role do sharks play in our ecosystem?
    How are people working to protect sharks?

    Key Concepts:
    Causation: What is the issue? Why is this a problem?
    Perspective: Who are the different parties involved in this issue and what are their perspectives?

    Topic Four: Global Warming

    We all love the warm weather, and February 2016 was one of our hottest months in recorded history. Visits to the beach, ice-blocks in the sun, what's not to love?

    Read this news article about temperatures in February and potential effects.

    Have a look through the Connected slides on climate change and rising sea levels.

    Answer these questions in your book:
    1. What do you think a 'climate scientist' does?
    2. What do you know about global warming?
    3. From reading the news article, why is Professor Renwick worried?
    4. What does he see as potential consequences of the warmer weather patterns? Who will be most affected?
    5. The connected slides finish by focusing on 'making sure we are prepared'. What can we do NOW to prepared ourselves for global warming in the FUTURE?
    6. What actions can we take to slow global warming down? Have a look at NASAs Climate Kids, 'What we can do to help' page.

    Thursday, 14 April 2016

    UoI 2: The Water Cycle

    One fact about our awesome planet that always amazes me, is that water never disappears.  Every drop of water that is on the earth today was on the earth millions of years ago.

    Today we are looking at 'The Water Cycle'.  This is the process by which all water is cycled around from storage and use to evaporating and forming clouds before it comes back to earth again in the for of clouds, snow, sleet or hail. It is an amazing phenomenon and just one of the many facets of how special our planet really is.

    Here are videos that will tell you more about the water cycle:



    Here is a diagram that shows it simply:

    Your task:

    1. Watch one of the videos.
    2. Copy the water cycle picture into your Sharing the Planet book.
    3. Write an explanation underneath of what the water cycle is, in your own words.
    4. Using research you do, write about how much water is available to us people. Add information on the effects of pollution and wastage on this. How is the population of the earth making a difference?
    5. How does this relate to the central idea, 'We are the guardians (Kaitiaki) of our planet’s resources'?